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Field Study 5 Episode 4

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Field Study 5 Episode 4: On Scoring Rubrics

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Field Study 5 Episode 4

  1. 1. ON SCORING RUBRICS Name of FS Student _Deliman, Jundel L.__________________________________________ Course _Bachelor of Secondary Education________________________ Year & Section _III_ Resource Teacher _Mary Juliet A. Doño ________ Signature ___________ Date _01-16-17__ Cooperating School _JH Cerilles State College Dumingag Campus H.S. Dep’t. ____________ Performance (How I Will Be Rated) Field Study 5, Episode 4 - On Scoring Rubrics Focused on: Types of Scoring Rubrics Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/Documentation 4 3 2 1 My Analysis 4 3 2 1 My Reflection 4 3 2 1 My Portfolio 4 3 2 1 Submission 4 3 2 1 Sub Totals { Over-all Score Rating: (Based on transmutation) MARJOREY C. CABIGAS Signature of FS Teacher above Printed Name _______________________ Date Transmutation of score to grade/rating Score Grade Score Grade 20 - 1.0 - 99 12-13 - 2.50 - 81 18-19 - 1.25 - 96 11 - 2.75 - 78 17 - 1.5 - 93 10 - 3.00 - 75 16 - 1.75 - 90 8-9 - 3.5 - 72 and 15 - 2.00 - 87 7-below - 5.00 - below 14 - 2.25 - 84
  2. 2. My Tools Interview of my Resource Teachers. 1. Where do you use the scoring rubrics? (Student outputs or products and student activities) My resource teacher said that scoring rubrics are not commonly used in Math but are used in student’s projects, outputs and other activities. 2. What help have scoring rubrics given you? When there were no scoring rubrics yet, what did you use? Scoring rubrics eases the grading of performance. It also guides teachers in evaluating students. When there were no scoring rubrics yet, they use observation and they directly grade students. 3. What difficulties have you met in the use of scoring rubrics? One of the difficulties in using rubrics is on the judgment part. It is difficult to be a hundred percent non-bias teacher in judging students’ performance. 4. Do you make use of holistic and analytic rubrics? How do they differ? As said, they rarely use rubrics. If they use any, analytic rubric is commonly used because it is easier to use and to construct compared to the holistic rubric. They differ on appearance and function. Analytic measures every criterion while holistic measures the performance of students as a whole. 5. Which is easier to use- analytic or holistic? Analytic rubric is easier to use compared to holistic rubric because every criterion is broken down into several level of performance with varying intensity. On the other hand,
  3. 3. holistic rubric’s statementswere stated in general termsmaking it difficult torate students’ performance. 6. Where you involved in the making of the scoring rubrics? How do you make one? Which is easier to conduct- analytic or holistic? “Yes, I am. To make a rubric, I consider first the performance to be assessed. After that, I consider criteria and a set of level of performance.” It is easier to construct analytic rubric because its construct design is very common and its entries are easier to construct. Also, teachers are already used in making this kind of rubric. RESEARCH:  Types of rubrics  Analytic Rubric  Holistic Rubric  When to use rubrics  Rubrics are used when authentic assessment is employed since this kind of assessment is criterion-reference. It is used to measure students’ aptitude on a task by matching his/her performance to a pre-determined set of criteria. In this way, the degree for which the students’ performance meets the criteria for the task is measured.  How to construct the two types of rubrics  For analytic rubric, the teacher first identify a set of criteria appropriate for the given task, plus the level of performances. He/she will construct a table where the rows comprised the criteria and the level of performance for the column. There are
  4. 4. descriptors at the intersection of the criteria and each level of performance. On the other hand, in holistic rubric, the teacher will only identify level of performance and put a description on each of the expected performance of students as a whole.  Advantages and disadvantages of scoring rubrics Advantages  Clarify criteria in detail.  Provide feedback to performance.  Motivates students to reach the standards.  Offers an objective scoring.  Let students to have control on their own learning. Disadvantages  Rubrics may contain biases.  Restricts students’ mind to accomplish task rather than to acquire learning.  Construction may be difficult and time-consuming in the part of the teacher.
  5. 5. My Analysis 1. What benefits have scoring rubrics brought to the teaching-learning process? For the teaching part, scoring rubrics support the extent of the examination to which the specified criteria is intended and for the learning part, scoring rubrics provide feedback to students concerning the improvement of their performance. 2. How are scoring rubrics related to portfolio assessment? Scoring rubrics is related to portfolio assessment in the sense that their purposes are almost the same. Both measures growth and development of student and determines the strength and weaknesses of students. Also in assessing portfolio, a scoring rubric can be used. 3. To get the most from scoring rubrics, what should be observed in the making and use of scoring rubrics? To get the most from scoring rubrics, a teacher must observe proper usage of scoring rubrics like in grading essays, oral presentations and other activities. They must also observe proper decision in which criteria to be included in the scoring rubrics.
  6. 6. My Reflections Scoring Rubrics: Boon or Bane Scoring rubrics is of great help to teachers and students alike. But, it would be also the opposite of being useful. So what is it, a boon or bane? Scoring rubrics becomes boon when used correctly. As a result, it provides clearer expectation of performance, a well-guided and objective grading, communication of students’ performance becomes easier due to tangible evidence, and feedbacks will be given appropriately. On the other hand, scoring rubrics becomes a bane when the user abuses the usage of scoring rubrics. A teacher can makea biased rubric, or he/she can also bias the judgment even if there’s a rubric. Also, students’ grades are not properly assigned if the teacher is not serious in giving them grades using the rubrics. In general, scoring rubrics may be boob or bane depending on the user. Since the aim of scoring rubrics is to help assess learning, so we should avoid doing things that will make it as a bane. We can do this by following the ethics of testing and correct conduct of assessment.
  7. 7. My Portfolio Name: ______________________________________ Grade Level: _____________ Date: _______ Teacher: ____________________________________ Scoring Rubric for Paragraph Writing Criterion 4 pts (Excellent) 3 pts (Good) 2 pts (Fair) 1 pt. (Poor) Organization Paragraph has a topic sentence, details and concluding sentence. Paragraph is either missing the topic sentence or concluding sentence. Details are in logical order. Paragraph is missing both topic and concluding sentence. Details are in logical order. Paragraph is missing both topic and concluding sentence and the details are not in logical order. Content Student has stated the main topic clearly and has written at least 5 supporting details. Student has stated the main topic clearly and has written at least 3 supporting details. Main topic is not clearly stated and student has written at least 1 supporting detail. Main topic is not clearly stated and student has failed to write appropriate supporting details. Writing Process Student completed all the 5 steps in writing process. Student has completed 4 out of 5 steps in the writing process. Student completed 3 out of 4 steps in the writing process. Student completed less than 3 of the 5 steps in the writing process. Correctness Paragraph has 0-2 errors in terms of punctuation, capitalization, grammar usage and in spelling. Paragraph has 3-4 errors in terms of punctuation, capitalization, grammar usage and in spelling. Paragraph has 5-6 errors in terms of punctuation, capitalization, grammar usage and in spelling. Paragraph has more than 6 errors in terms of punctuation, capitalization, grammar usage and in spelling.
  8. 8. Name: ______________________________________ Grade Level: _____________ Date: _______ Teacher: ____________________________________ Scoring Rubric for Cooperative Learning Activity Criterion 4 pts (Excellent) 3 pts (Good) 2 pts (Fair) 1 pt. (Poor) Participation All members of the group participated; each member perform his role as defined by the group. Not all members participated (more than half); roles are assigned but not clearly defined and demonstrated. About half of the members participated; roles are not consistently performed. Very few members actively participate and roles were not assigned to every member. Content All information is accurate. Most of the information were accurate, few inconsistencies and inaccuracies. Information is somewhat accurate; several inconsistencies and factual errors. Information is completely inaccurate. Creativity Original product and unique presentation. Original product and a thoughtful presentation. Presentation includes few original ideas. Little creativity used in presentation.

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